Notes
1 In this commentary, I do not endeavor to provide a full articulation of STEM learning environments as oppressive, i.e., racialized, gendered, classed, and stratified by constructions ability. Instead, I simply take oppression in and from STEM learning environments as well-established. Other scholars and researchers, including Bullock (Citation2017), Esmonde and Booker (Citation2016), Martin, Price, and Moore, (Citation2019), Mutegi (Citation2013), and Parsons and Dorsey (Citation2015) have provided both the theoretical and empirical grounding toward this claim.
Mutegi, J. W. (2013). “Life's first need is for us to be realistic” and other reasons for examining the sociocultural construction of race in the science performance of African American students. Journal of Research in Science Teaching, 50(1), 82–103. doi:10.1002/tea.21065 Parsons, E. C., & Dorsey, D. N. T. (2015). The race problem: Its perpetuation in the Next Generation of Science Standards. The Race Controversy in American Education, 2, 215–235.
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